Candidate Support Pack

HNC Management

Management: Developing
Self Management Skills [DV86
34]
Candidate Support Pack
HNC Management

Management: Developing
Self-Management Skills
[DV86 34]
Publishing information
First edition
Published date: January
2007 Publication code:
CB3496

First Published 2007

Published by the Scottish Qualifications Authority

The Optima Building, 58 Robertson Street, Glasgow G2 8DQ
Ironmills Road, Dalkeith, Midlothian EH22 1LE

www.sqa.org.uk

The information in this publication may be reproduced in support of

SQA qualifications. If it is reproduced, SQA should be clearly
acknowledged as the source. If it is to be used for any other
purpose, then written permission must be obtained from the
Assessment Materials and Publishing Team at SQA. It must not be
reproduced for trade or commercial purposes.

© Scottish Qualifications Authority 2007

TABLE OF
CONTENTS
PAGE

ACKNOWLEDGEMENTS 3
ABOUT THE PROGRAMME 5

INTRODUCTION DEVELOPING SELF-MANAGEMENT SKILLS 11

SECTION ONE 1. DEVELOP SELF-AWARENESS 13

1.1 The concept of self-management 14
1.2 How we learn 20
1.3 Skills to develop 27
1.4 Skills recording 38
1.5 Maintaining work-life balance 41
1.6 Integrity and ethics 42
1.7 Conclusion 45

SECTION TWO 2. IMPLEMENT A PERSONAL DEVELOPMENT PLAN 47

2.1 Continuous professional development 48
2.2 Personal development planning (PDP) 49
2.3 Objective setting 50
2.4 Designing your development plan 52
2.5 Implementing your PDP 58
2.6 Conclusion 60

SECTION THREE 3. EVALUATE A PERSONAL DEVELOPMENT PLAN 63

3.1 Evaluation 64
3.2 Acting on the results 72
3.3 Conclusion 73

SAMPLE ACTIVITIES 75
MANAGEMENT DEVELOPMENT

ACKNOWLEDGEMENTS

SQA would like to acknowledge the input of Resource Initiatives and its writers to the development of
this HNC Management support material.

SQA would also like to acknowledge the valuable contribution that Scotland’s colleges have made to
the development of Higher National qualifications.

© SCOTTISH QUALIFICATIONS AUTHORITY SELF-DEVELOPMENT

3
 About the programme

ABOUT THE PROGRAMME

Welcome to the HNC in Management, Development Programme. This pack forms part of the learning
programme which has been designed to assist you in meeting the requirements of the HN Unit,
Management: Developing Self Management Skills (DV86 34), one of the mandatory Units of the HNC
in Management. We hope that you enjoy your studies.

Other learning packs available to support the HNC in Management are as follows:

Management: Leadership at Work (DV88 34)

Management: Plan Lead and Implement Change (DV8C 35)

Managing and Working with People (DV82 34)

Manage Operational Resources (DV7X 34)

Creating a Culture of Customer Care (DJ42 34)

The material is a comprehensive learning package which will provide assistance particularly if you are
undertaking this Unit as an open or distance learning student. While this pack will assist you in
developing your knowledge and understanding and skills you will also benefit from tutor support and
interaction with your peers.

In addition to this paper based support pack, an interactive CD-ROM has also been developed which
provides e-learning material. The material will include activities and case studies which you will work
through to test your understanding.

In order that you are able to get the most out of the pack you need a full understanding of how it is
designed and structured. Please read the next few pages of this introduction very carefully.

Good luck with your development as a manager!

THE LEARNING PROGRAMME

This learning programme has been developed to help you develop your knowledge and skills, to help
you achieve your HNC in Management. It has been designed as a flexible blended learning solution
which is comprised of three parts.

1. A workbook, containing most of the resources that make up the programme.

2. An interactive CD to provide you with practical activities to support you in your learning.

3. Tutor support provided through the assessment centre you are registered with.

Please read the remainder of this introduction to find out more about the programme and how the
different components have been designed to support your development as a manager or aspirant
manager.

THE WORKBOOK

This workbook is broken down into sections which link directly to the HN Unit, Management:
Developing Self Management Skills. The workbook is designed to provide a framework for your
learning, leading you through the development in a logical way and introducing the essential
requirements of self management.

Each section links directly to a learning outcome in the HN unit and contains the following features.

An introduction - At the beginning of each section you will be given the overall aims of the section,
telling you what you will achieve following your period of study.

Technical data and discussion - The bulk of the section will be made up of relevant information and
discussion. It is broken down into chunks and will be structured to assist your learning. Within this
text there will be features which again are aimed to help you.

Megabyte boxes - Boxes are used within the text to illustrate important information. Each box has
“Megabytes” printed at the top to remind you of key learning points associated with the text.

Activities - As part of your study it is important that you are able to relate your learning to your
current or future role as a manager. The boxes indicated by ‘Activity’ describe things you need to do
to connect your study to your place of work*. It is important that you complete these activities, as they
will help you apply your learning. The final section of this workbook provides guidance on generating
answers for each activity. It recommends a structure and possible approach to each activity.
*Please note, that if you are not currently employed or in a position where you are able to gain
access to the required information via your workplace, you should develop your activities based on
an organisation you are familiar with. This could perhaps be an organisation you have been
employed by in the past.

Research – This box indicates that at this point in your study you will need to further develop yourself
by carrying out additional research using reference materials, via books or websites, or using
situations/opportunities at your place of work. Your tutor will also give you guidance. This research
is seen as an essential part of your personal development within the programme. Time spent
on research will be invaluable to you in the long term.

Interactive CD– This box highlights the point at which you need to refer to the CD for explanations of
theory, case studies and activities for you to complete. Work your way through the appropriate
section in the CD.

Highlighted text - Bold and Italic text is also used to highlight important points in the text.

THE INTERACTIVE CD

The CD is designed to run as a self-executing file. It is designed to run on the CD drive of a PC with
the following minimum specifications:

Pentium II processor or

higher Quad speed CD-Rom

drive 32 MB of Ram

(minimum) Windows 95, 98,

2000, or NT Ability to display

16-bit colour 16-bit sound

card

Accessing The CD
Following the opening sequence you will enter a menu page. This page contains section headings
which relate directly to the workbook sections. Each section comprises a series of activities that are
designed to both supplement the content of the workbook and test your understanding of the subject.
Please do not access the sections on the CD until you have completed the relevant workbook
section.
The illustrations of theory, activities and case studies are designed to help you with your learning by
giving you access to information via another media. In association with the majority of the questioning
activities you will be given the option to compare answers, don’t be tempted to skip to the answers
before you try to answer the questions! You will only be cheating yourself.

Also on the menu page you will find a button called ‘help’. This can be accessed for tips on using this
software application.

TUTOR SUPPORT

When you enrol on this programme you will be linked to a tutor, who will support you within your
development. Your Tutor will be available to help you with difficulties and support you as you
complete the different parts of the development process. Tutors will provide you with support as you
complete the activities associated with the programme.

HINTS ON STUDYING

As mentioned earlier, this blended learning programme is a very flexible method of study. It is
important however that you structure your learning to get the most out of it and, as such, you should
think carefully about the following:

When to study
Try to get into a regular study routine. Set time aside for study, but be ready to give and take a bit.
Miss one of your planned sessions if you must, but try and make up for it later.

As well as planned time, grab the odd moment. It is surprising how much you can achieve in fifteen
minutes.

Set targets
Set yourself targets. Set realistic targets that you can achieve and stick to them. A realistic target is
one you know you can achieve. Your tutor will help you set targets which are realistic.

Where to study
A word of advice – don’t think that you can study anywhere. You need to be able to concentrate.
So if you have a few spare minutes to do some learning, find somewhere suitable which will allow you
to concentrate.

For all your periods of study, find somewhere where you will not be distracted. It is surprising how you
can find places which are quiet and away from distractions. But remember, be flexible, if the place
where you normally go is being used, then find an alternative.
How to approach your learning
Once you have organised your time and you are familiar with the requirements of the workbook, it is
time to start your learning. Prepare yourself; get a pad, a pen or pencil, access to a computer and an
area to work in. Once prepared, read the introduction and think about what you are going to learn
about. Think about how your learning will influence what you will do in the workplace, and how it
connects to your work role or prospective work role.

Getting started
It’s now time to start working through the workbook. Learning using this workbook does not simply
mean reading its content. You must be active in your study, get involved, ask questions and make
notes.

Much of your success will depend on your own efforts, so stick with it and don’t give up!

ACHIEVING YOUR HNC IN MANAGEMENT

We have mentioned already that the programme has been specifically designed to help you achieve
your HNC in Management. Each of the sections of the workbook relates directly to one of the
Outcomes found in the Unit, Management: Developing Self Management Skills. The activities that
you will complete as part of this programme link specifically to the evidence requirements of the unit.

To achieve the full HNC in Management award you will need to successfully complete the Higher
National Units listed below.

Management: Developing Self Management Skills (DV86 34)

Management: Leadership at Work (DV88 34)

Management: Plan, Lead and Implement Change (DV8C 35)

Manage Operational Resources (DV7X 34)

Creating a Culture of Customer Care (DJ42 34)

Managing and Working with People (DV82 34)

Management: Graded Unit 1 (DW2X 34)

And 3 optional credits from a range of Units.

The pack has been developed to help you achieve your HNC in Management Award and also for you
to develop into or within your role as a manager. We hope you find it enjoyable and informative.
 Introduction
Developing Self Management Skills

INTRODUCTION: DEVELOPING SELF-MANAGEMENT SKILLS

The purpose of this workbook is to provide you with the key skills needed to effectively manage your
personal development in your work role. As you work through the book you will develop an
understanding of the process of analysing skills and developmental needs, identifying areas that
need the application of time and resources, undertaking the relevant training, and monitoring your
own progress using feedback from others and evaluation techniques.

By the end of the workbook you will be able to:

 Understand the concept of self management

 Evaluate yourself in your role as a manager

 Identify your development needs

 Design and implement a personal development plan

 Evaluate and up-date your personal development plan

Throughout the three sections there will be activities which allow you to put the theory into practice.

The accompanying CD will provide case studies and illustrations of the practical applications of the
theory introduced in the workbook.

There will also be further reading suggestions and links to additional information you may wish to
pursue throughout your study.
 Section One
Develop Self-Awareness

SECTION ONE: DEVELOP SELF-AWARENESS

In this first section we will be looking at developing a self awareness. We will look at some of the
theory behind the methods you can use to gain a better understanding of yourself and your personal
attributes and qualities.

Specifically, we will look at:

 The concept of self management

 Self assessment techniques

 Learning styles

 The skills you need as a

manager By the end of the section you will be

able to:

 Explain self-management

 Apply self assessment techniques

 Explain your personal qualities

 Improve the skills you need to develop as a manager

1.1 THE CONCEPTS OF SELF-MANAGEMENT

If you are effective as a manager then you and your organisation will benefit. On the other hand if you
are ineffective as a manager, any deficiencies that you have can potentially translate into
inefficiencies within your organisation. It is therefore important for you to take control of your own
development as a manager to ensure that you are able to address your weaknesses in your
management skills and build further on your strengths.

Self management is an essential skill for an effective manager. It will help you in your work role and
therefore it will help you develop and benefit the organisation you work for. It is important to
remember that as a manager you have a critical role to play, which underpins the work of the
organisation, so if you have weaknesses, these may translate into weaknesses for the organisation
as a whole, creating a barrier to efficiency.

As a manager you have a range of different skills and attributes that are critical to your role. You will
need to be able to manage time, communicate effectively with colleagues and staff, make decisions,
delegate, maintain effective relationships with customers and manage all the technical requirements
associated with your job. These are all aspects of your job role that will need to be managed as part
of a self development programme.

So to initiate the process of self-development it is important that you are aware of some of the self
development techniques that have been developed to help managers manage the process. We will
now look at a range of self-assessment techniques before giving you the opportunity to start to apply
those most relevant to yourself and your work role.

1.1.1 PERSONAL CONSTRUCT

Self-assessment is all about identifying and understanding who we are and what makes us function.
The Personal Construct Psychology was developed in 1955 by George Kelly. He recognised that we
all see the world differently. He felt that personal identity is developed by the way we 'anticipate' the
world, by trying to make sense of it using our past experience. We therefore use what we know to
'construct' theories, to explain things that happen. If something unexpected happens, we then
'reconstruct' our views in the light of this, and therefore learn through our experience.

Kelly suggests that we have 'core constructs'; those which are more personal to us. 'Peripheral
constructs' may be about others and our environment, and even about our self, but the 'core
constructs' are those that define our identity. He felt that when these constructs are challenged, then
we begin to feel anxiety.

Change can often bring anxiety. As you reflect on who you are, and how you function, some of these
constructs may be challenged. As you begin to receive feedback from others, you may find that
things
are not the way you thought them to be. Work through these feelings. Knowledge is always power,
and even when faced with our own failings, we can use this to develop ourselves in order to reach
our own potential.

1.1.2 THE JOHARI WINDOW

To be able to self manage we need to be able to assess ourselves, who we are and how we think.
The Johari Window is a tool that can be used to support this process.

This model represents a matrix of our personal awareness. It also looks at how interaction with those
around us can change our self awareness.

American Psychologists, Joseph Luft and Harry Ingram (1950’s) developed the Johari Window. The
name was an amalgam of their names; Jo and Hari. This window model can be used as a self
assessment technique, and helps us to understand the elements that there are that make up our own
knowledge of ourselves, and the possibility of the development of that self-awareness.

Known to Self Unknown to Self

Known to Others

Open/Free Area Blind Area

(1) (2)
Unknown to Others

Hidden Area (3) Unknown Area (4)

Open/Free Area (1)

This area has the information that both you and others knows about yourself. In a new team, this area
will be small, but the aim is that as you get to know each other better, this area will increase. This can
be increased by sharing with others, and listening to feedback about yourself. This area can be
increased both by developing area 1 into area 3 where others will find out more about you, and area
2, where others will share things about your performance that you may be unaware of. You will
MANAGEMENT DEVELOPMENT

recognise that this can be a painful process and you need to trust the people you share with.
Obviously, any feedback needs to be honest but constructive, and developmental.

Blind Area (2)

This area has the information that is known by others, but is unknown by yourself. We may find it
hard to recognise to begin with, that there might be things that only others know about us. Think
about this area as the issues that we haven’t recognised yet. These may be in our subconscious. We
can often recognise things that are the truth about us when they are shown to us. We may have been
giving the team good ideas for a while before recognising that we are an ‘ideas person’. We all have
hidden potentials and weaknesses, and with more knowledge we may come up with strategies to
develop these areas.

Hidden Area (3)

This area has the information that is known to ourselves but is hidden to others. These will include
hidden agendas, undeveloped potentials, emotions, fears etc. This area is a natural area to have. No
one should share everything with everyone, but there may be information that is work related that
could be moved to the known areas.

Unknown Area (4)

This area includes information that is unknown both to ourselves and others. This area has hidden
potentials, feelings etc that we are completely unaware of. Do you recognise that in an emergency (or
in a new situation), we will sometimes surprise ourselves by the way we react. An example would be
a person who has lived a quiet normal life, but has been heroic in a situation where others were
threatened. As we become more self-aware, this area will decrease. We may begin to recognise why
we act in the way that we do. Has a childhood event effected how we live now? Perhaps bullying has
left us with a legacy of lack of confidence, or an inability to trust others. The ability to understand
ourselves gives us the tools to develop strategies to challenge ourselves and achieve our own
personal goals.

The Johari window, and the theory behind it, suggests that we have different areas of our lives; some
which are open to others and others which are hidden to others, or even to ourselves. It seems to
promote self-disclosure, however it is important to be wise in how much we disclose to others. We
need to be open enough to others to promote good relationships, but also not cross the bounds of
appropriateness. It could be said that extending the blind area, i.e. getting to know more about
ourselves, both through the insight of others; and the hidden area, i.e. being more aware of our own
motivations, is more useful to us.

The Johari window has more impact as an awareness tool, recognising that we are not a product of
what we know about ourselves. We are a sum of our knowledge, the knowledge of others, and of
hidden potentials. The benefit of this knowledge comes when we try to collect information about
ourselves, and grow in understanding of who we are, ‘warts and all’. Knowledge is power. We can
develop those areas that we are weak at, and cultivate our strengths. We may find that we intimidate

© SCOTTISH QUALIFICATIONS AUTHORITY SELF-DEVELOPMENT

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MANAGEMENT DEVELOPMENT

our colleagues because of our body language, which may be due to our own insecurities. This
information can help us to overcome such barriers.

PLEASE NOTE that by the very nature of this self analysis, occasionally hidden emotions and
pain may be disclosed. It may be that you need to consider professional help if dealing with
these issues. Also find a trusted friend who you can rely on to support you at this time.

1.1.3 SWOT ANALYSIS

It is not always easy to look at our own effectiveness with a clear and unbiased attitude. SWOT is tool
that can be used to analyse ourselves. (It can also be used to analyse an organisation).

S looks at Strengths

W looks at Weaknesses

O looks at Opportunities and

T looks at Threats.

This tool can be used to provide a general analysis. You should consider:

Strengths

What are your strengths in terms of:

 The specific skills you have

 The resources you possess (knowledge, expertise etc)

Weaknesses

What are your weaknesses in terms of:

 Any deficiencies you have

 The specific skills you lack

 Any particular resources you lack (knowledge, resources etc)

 The constraints you face (rules, procedures, timing, conflicting roles)

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17
Opportunities

What opportunities you have in terms of:

 Resources to support you in your role

 Environmental factors that will be helpful to you (media, people’s perceptions)

 New openings in the development opportunities

 New technologies

 New staff and staff motivation

 New ways to diversify

Threats

What threats do you face in terms of:

 Legislative changes that are in the pipe-line

 New competitors

 Skills and competence shortages (self and staff)

 Staffing changes

 Negative staff attitudes

 Job uncertainty

By working through this process you will be able to develop a picture of yourself and your qualities.
These in turn will be useful for you in determining your individual needs and the actions that you and
others can take to address them.
 SWOT Analysis

Complete a SWOT analysis and list your own strengths, weaknesses, opportunities and threats?

The focus of your analysis should aim to cover your role as a manager, making reference to your own personal traits.

From your analysis you should identify your own development needs.

After you have undertaken the SWOT analysis, you might decide that you have a need to develop
areas of your personality, or abilities. If this is the case, you may have to do some training, reading or
undertake reflection of some kind.

For SWOT to work for you, you must be honest with yourself!
1.2 HOW WE LEARN

1.2.1 LEARNING CYCLE

Everyone learns in his or her own way. If you talk to a colleague, the chances are they have their own
individual method for absorbing, retaining and then using information. And it’s probably very different
to your method. Much has been done in the way of theory to analyse how we learn and there are
some useful principles that trainers can use to improve the quality of their training.

One of the best-known learning theories is the Learning Cycle.

Consider the Kolb Cycle which identifies:

Hands-on Experience

Active Experimentation Observation and Reflection

Abstract Conceptualisation

Source: Kolb (1986: 271), Cited in Forster N, (2005: 316)

 Hands-on Experience: Taking action, or experiencing an activity

 Observation and Reflection: Thinking about this experience – looking carefully at

what happened

 Abstract Conceptualisation: Making sense in your own mind of what happened

 Active Experimentation: Testing what has happened, and planning your next step
The Learning Cycle suggests that learning happens when the person being trained shows that they
have grasped the subject, made sense of it in their own interpretation, and then used their new
knowledge.

The best way to explore this theory is to illustrate it with an example. Cast your mind back to a time
when you had to learn something new. It’s a good idea to pick a practical incident, perhaps when you
had to learn how to use a computer or drive a car. Alternatively, think about how a small child learns
that putting their hand near a fire for the first time will hurt them, and so they avoid doing it again.

1.2.2 LEARNING STYLES

Taking this theory one step further, it’s been suggested that each of us has a preference for one of
the four stages of the Learning Cycle. This doesn’t necessarily mean that we learn better by receiving
training that only focuses on one element. But it means that we each have a preferred way of
learning, called a “learning style”.

Learning styles are linked to the Learning Cycle as follows:

Act

(Activist)

Test Reflect

(Pragmatist) (Reflector)

Theorise

(Theorist)

Each of the four types of learners ~ Activist, Theorist, Pragmatist and Reflector ~ has their own
characteristics. You can learn more about each of them by looking into the work of Peter Honey and
Alan Mumford, who developed the idea. In simple terms however, Honey and Mumford characterised
learners and attributed the following behavioural descriptions.

Activists ~ learn best from activities where they encounter new problems, experiences and
opportunities. They enjoy the here and now and often thrive on crisis situations. They love to be
thrown in the deep end and have a go.
Reflectors ~ the preference here is more of a back seat role. Reflectors like to stand back on the
edge of activity and observe what is going on from different perspectives. They are usually good at
data collection and will make a thorough analysis in their own time.

Theorists ~ They like concepts, models, theory, systems and the opportunity to explore
interrelationships. They like to be challenged intellectually and they tend to have analytical minds.

Pragmatists ~ A preference to relate learning to one’s own position. They look for the earliest
opportunity to implement what they have been taught. They are practical down to earth individuals
who enjoy problem solving and making practical decisions. They focus on implementation and output.

There is a questionnaire that has been designed for learners, so that they can diagnose their
preferred learning styles. Scoring using this questionnaire may identify someone who scores highly in
all four areas, but most people will display preferences as well as under developed styles.

Think about how you prefer to learn. Do you like to be part of a group with plenty of discussion and
involvement? Or would you prefer to be on your own, reading a book? Do you enjoy role-plays?

So what’s the point of all of this? Well, the idea is that if you know your preferred learning style then
you can undertake training that suits your style.

Remember, we all learn in different ways!

interactive cd

Refer to the CD for a further insight into learning styles. Go to:

Managing Self Development/Developing Self Awareness/Learning styles.
 You can also log on to . This is a website which is designed to help you find out more about your own learning style.

This theory of learning styles can be useful as once we recognise our preferred learning style; we can
tailor-make our future learning. We can also recognise that our colleagues will also have their own
learning styles, and any development activities should take this into consideration.

So why is learning important to you as a manager? Theory tells us that learning is: “ A permanent
change in behaviour that occurs as a result of an experience.”

We can see that learning can happen in a variety of situations, whether formally as part of a training
or coaching session, or a classroom; or informally as a result of the experiences we have in daily life.

Having identified the meaning of “learning” we can see that a learning need is brought about when
there is a requirement to change behaviour. Of course, change doesn’t necessarily mean correction.
It also means development, improvement, growth, progression and expansion.

Let’s use some examples to illustrate this.

1. In an educational sense, the requirement for change could be for an individual to expand
their knowledge through learning how to do mathematical equations.

2. In the workplace, the requirement for change could be for a colleague to improve their
knowledge of handling a piece of equipment.

In both examples, the learning need has arisen because of the requirement to change behaviour.

So far, we have talked about the need to change behaviour. Behaviour means acting in a specific
way, so it‘s quite a general term and we need to be more precise. For self development you need to
decide on how to use learning experiences to change:

 Knowledge ~ getting information, retaining and recalling it

 Skills ~ performing a task

 Attitude ~ taking an approach

KSA - This is the training triangle:

Examples of each of these are as follows:

 Knowledge ~ recognising the correct piece of equipment to use in a particular

situation or returning to a particular location or site

 Skills ~ handling a dispute or disagreement, using or repairing a piece of machinery

 Attitude ~ being considerate or flippant

The three points of the triangle are interrelated. Knowledge without skill is useless in a practical
sense. In the real world, we would be less successful at doing our jobs if we only knew the theory
behind them and had never had any practice. And of course, our attitude constantly influences how
we use our knowledge and our skills.

interactive cd

Refer to the CD for a further insight into learning styles. Go to:

Managing Self Development/Develop Self Awareness/Training Triangle.
1.2.3 APPROACHES TO LEARNING

We all have an approach to learning which we may or may not recognise. An approach to learning is
the way we look at any learning we need to undertake. This will depend on many factors:

 how much we recognise the need to learn the particular content in hand

 the time we have in hand to work on our learning

 the benefit that we might get from having undertaken the learning

 how interested we are in the content

The three approaches that are widely recognised

are:

1. Surface learning

2. Deep learning

3. Strategic learning

Surface learning is the most basic approach to learning. This is when the content is memorised, often
in unrelated sections. A learner with this approach will do what is necessary to achieve, but no more.

Deep learning is when what is learnt can be related to practice, and each area of new learning is
related to existing knowledge. The learning with a 'deep approach' will read around a subject, doing
more than is needed to achieve a pass mark. Deep learning often comes from an intrinsic motivation
of interest in the subject.

Strategic learning is when the learner will strategically organise time and effort to achieve the greatest
possible grade or achievement.

Some learners will develop their learning style from surface learning, through to deep learning, as
they become independent learners, but this is not always the case. Reflect on the approach you are
using to achieve this course. Are you reading through this course, taking the opportunities for further
research and working through the activities? Alternatively, you may be reading through the content
quickly, reading the activity and research boxes, but not completing the required tasks.

As part of your reflection, think about your approach to learning in general. If you are a surface
learner, are there reasons for this?
1.2.3 LEARNING NEEDS

Having considered learning it is important to now think about your own development. A learning need
is where there is a requirement to change knowledge, skills or attitude. For you as an individual,
learning needs will be in line with the KSA triangle and are likely to arise for a variety of different
reasons.

Consider the following:

Targets/goals/performance - You may not be achieving the targets/goals expected of you. The
reasons for this could be various, from poor time keeping, or personal problems, to a failure to
understand sufficiently what you are required to do.

Change in job role - Broadly speaking, a change in job role will create learning needs. Managers are
a prime example ~ individuals who have excelled in their roles and been asked to lead others in their
work. Flattering though this is, one doesn’t become a manager without learning how to be one.

Workplace - For example: a change in workplace or work situation may stimulate a learning need.

Equipment/Technology/Procedures/Rules – Modern working methods are demanding constant

change in these areas, so you will continuously learn to adapt and update.

Legislation/regulations - Some regulations require individuals (or the companies that contract them)
to be regularly trained or tested for competence. As a manager an obvious example which will impact
on you is Health and Safety legislation, which is constantly being up-dated.

New colleagues/team change - There is a need for a team to capitalise on different skills within it,
recognise strengths, manage conflict and work harmoniously. You as a team leader and team
member will need to change to maintain team dynamics.

Customers/suppliers - A change in supplier or customer may create a new demand on you

requiring new skills and knowledge.

Business Plans - Where planning for the future of the business is concerned, there is often
associated learning needs. It may be that there are plans to increase productivity or change outlet. In
any event, new people, new ways of working, or even planning for business as usual, can create
learning needs.
 To conclude then, learning needs for you as a manager are really important as they form the base of
all training requirements. They emerge at various times and levels.

Once we are aware of some of the elements that help us to learn, we can take this into account when
we need to learn new skills. The closer the match between our preferred learning style, and the style
of teaching; the more effective the learning should be.

dertaking has different elements to support your learning including; tutor-based learning, CD ROM based activities, individual reflection and workbook-based le

ffective these different elements were in supporting the development of your knowledge, skills and attitudes. Comment on which of the elements best support

1.3 SKILLS TO DEVELOP

There are certain key skills that will underpin your role as a manager. This next section of the
workbook aims to provide an insight into some of these skills, so you can reflect on where you are
personally. As you reflect on your skills, reflect on your strengths and weaknesses. Once areas of
weakness have been recognised, you will be able to use strategies to help you to develop these
areas. Honest reflection is important. So is the will to improve. As you reflect on your work roles, the
areas that you enjoy, as well as the areas that you find difficult, you may see patterns of need that
can be addressed. In meeting these needs, you will become more effective and, more than likely,
increasingly satisfied with your job.
Specifically, we have introduced the following skill areas:

 Time management

 Delegation

 Managing workload and stress

 Interpersonal communication

 Assertiveness

 Technological skills

It is important to consider your own skill levels so that you can identify your learning needs as a
starting point for your own development. Remember however, that your managerial skills should not
be considered in isolation. Your work role is likely to be affected by what is going on in your personal
life, and your home life will be affected by how satisfying you find your work. These dynamics will
change our effectiveness. The skills that we will now look at will need to be looked at regularly to see
how we relate to those around us. Pressures on us will vary with deadlines, relationships with
colleagues and availability of resources.

1.3.1 TIME MANAGEMENT

Being able to manage time is an essential skill for a manager and something you will need to be
confident about. If you have ever thought about the commodity that is in shortest supply in the
workplace, apart from money, it is probably time. We recognise the value of team meetings, but far
too frequently these are likely to be dropped when we are working towards deadlines. We often drop
’the essential’ in place of ‘the urgent’. Therefore as a manager you need to look carefully at how you
plan your processes so that you can streamline in order to save time.
 Think about the following activities. They are thought to be some of the main timewasters in the
workplace:

 Unnecessary meetings

 Lack of priority setting

 Poor delegation

 Poor handling of paperwork

 Taking too long over decision making

 Travelling

 Answering the telephone/emails etc

Your own situation will be specific to your organisation. For instance, one company may have regular
prolonged meetings, while others would save precious time by having various teams getting together
to discuss a consistent approach to a joint problem.

Computers should save us time, but we are now barraged with emails; all need to be read, and many
need answering. Mobile technology allows us to be ‘on call’ even we are travelling. We can easily be
distracted when we should be working on other things. All these issues can erode time, so it may be
a good use of time to look at how much time we spend on each activity during a typical work day.

Beware of Parkinson’s Law. This is where “work expands so as to fill the time for its completion”.
 We have listed below a set of questions to help you reflect on your current ability to manage your
time. Take some time to honestly reflect on where you are now, before completing the activity below.
Please note that questions listed relate to some of the common symptoms of poor time management.

How good is your time management?

 Do your meetings start on time, or do we waste time waiting for team members to
arrive?

 Are meetings effectively managed – how long does each meeting last – is there any
wasted time?

 Do unpleasant tasks get left? Would it be more satisfying to clear unpleasant jobs in
order to look forward the more satisfying tasks?

 Do you need to hold the meetings that you do? What would be the result if they didn’t
happen?

 Do you prioritise tasks?

 Are there tasks that could more appropriately be undertaken by other members of
staff?

 Do you do work at home that is not necessary?

ou should record what you do and how long you take to do it. Use the questions above to review your own time management skills and identify areas where yo
1.3.2 DELEGATION

Being able to delegate is a skill which is essential for managers. The art of delegation does not
always come naturally. We will find it easy to give an unpleasant or boring task to someone else, but
is that always efficient? It can be de-motivating to be ‘dumped’ with unchallenging and repetitious
tasks. A good manager will fit the task to the skills of the available staff, and will look for ways to give
responsibility to those around them. A good manager will delegate by empowering staff, enabling
them to take on more responsibility. The concept of empowerment will be further explored in the
Leadership Workbook.

It is important to recognise the danger that we often think that it would be quicker to do something
oneself rather than asking someone else to do it. This is often because we need to train someone
before some tasks can be done. To take the time to train someone can obviously be time consuming
in the short term, but in the longer term is likely to benefit to both you and your organisation.

Delegation is about sharing workload and passing on a certain amount of responsibility to others. To
delegate successfully you need to be able to understand your staff. You need to take the time to
know their strengths and weaknesses and abilities, so you understand their capabilities, and how
they can support the work being undertaken.

To be able to delegate with confidence you need to:

 Be sure about your own abilities

 Be sure about your staff and their abilities

 Know your job role and the job roles being delegated

 Trust your staff and their abilities

 Communicate the requirements of work

 Empower

You should consider these points when you complete the next activity.
 How easy do you find it to delegate as a manager?

Keep a work delegation log for a typical week at work. You should record the tasks you delegate and who you delegate to. Compare t

You can return to this strategy as you progress through your development as a manager to see how your ability to delegate improves

1.3.3 MANAGING WORKLOAD AND STRESS

Managers can spend much of their day planning the workload of their staff, but give little thought to
their own workload. They have to deal with demands from their own managers, and often have to
pass on some of these demands to their own staff. It can be stressful to have to make decisions that
may not be popular. It can be upsetting if we feel that we are misunderstood, or actively resented.
For some people this can lead to stress, which can be damaging to our health.

Stress is a normal phenomenon, which can be positive, as it can spur us on to action. It is when
stress becomes destructive that we need to find strategies for dealing with this. As a manager it is
important for you to be able to recognise stress both in yourself but also in your staff. Stress is
actually recognised by the Health and Safety Executive as a work hazard and something that we
must take seriously. According to the HSE:

 Work-related stress accounts for over a third of all new incidences of ill health.

 Each case of stress-related ill health leads to an average of 30.9 working days lost.

 A total of 12.8 million working days were lost to stress, depression and anxiety in
2004/5.

For employers to comply with Health and Safety law they have a duty to assess the risk of stress-
related illness at work.
For you as a manager it is important that you recognise the different symptoms of stress. These
include:

 Low self esteem

 Drug or alcohol abuse

 Tiredness

 Anxiety

 Anger

 Headaches

 Irritability

 Apathy

 Irrationality

 Blood pressure

 Depression

Stress can be caused by a variety of pressures. For example:

 Change

 Overwork

 Lack of responsibility

 Poor work/life balance

 Inappropriate deadlines

 Jobs that ask for more skills than the staff has

 Job insecurity

 Poor relationships

 Financial insecurity
 It is important for you as a manager to be able to recognise occasions when you and your staff
become stressed. You should also be aware of the strategies that can be used for limiting the
negative impact of stress.

Using the internet or published texts to find out more about stress in the workplace and how it can be managed to limit its impact.
We have listed below two sites that should help you here.

Work

brief report that describes the occasions where you have become over stressed at work. Identify your symptoms and the strategies you have used to manage yo
1.3.4 INTERPERSONAL COMMUNICATION SKILLS

To become an effective manager you will need to develop effective interpersonal communication
skills. You will need to communicate in a variety of different ways including:

 Verbally (face-to-face, telephone)

 In writing

 Using electronic communication (texts, emails, web-cams etc)

These are perhaps the most obvious methods and what you would typically associate with
communication. These methods however are only the beginning, as we communicate in lots of other
ways using non-verbal methods (body language). We all use this less obvious method of
communication, but often we use these skills without recognising that we are doing so. Think of body
language. We all pick up and send these messages to each other, using the way we stand, facial
expressions, clothing and gestures; all without being consciously aware of this process.

Body language is important to you as manager. It helps you get your message across to colleagues
and staff. Being aware of the body language of others can give you an insight into how your staff are
responding to you. What does their body language tell you?

To become a manager you will need to reflect on your ability to communicate and actively develop
your communication skills to help facilitate effective communication with colleagues.

Take some time to honestly reflect on where you are now in respect to communication skills.

How good are your communication skills?

 Are you a good speaker?

 Are you a good listener?

 How good are you at interpreting non-verbal messages?

 How good are your written communication skills?

 How confident are you with the telephone?

 How good are you at using email and other forms of electronic communication?

We have prepared a series of activities on the CD to help you in the assessment of your
communication skills. Please refer to the next CD box for the reference.
 interactive cd
Refer to the CD for a further insight into interpersonal communication. Go to: Managing Self Development/Develop Self Awareness/I
Communication.

part of your work role. Identify those you feel confident about and those where you feel less confident. For the areas where you feel less confident identify how

1.3.5 ASSERTIVENESS

Being assertive is a skill that managers need. Being assertive sits between aggression and passivity.
This is not an easy balance to achieve, as there is a fine line between being assertive and being
aggressive. The real difference is that being assertive is when you state your views without emotion,
whereas being aggressive always includes personal emotion.

If you want to be assertive about a situation, you will need to state your position. It may be that you
have been asked by a member of staff for resources which are too expensive for the existing budget.
It’s not productive to be sarcastic, or sharp. You will need to calmly state the impracticality of the
request, but suggest some alternative proposals.

As a manager you need to develop the ability to be assertive. To do this you need to be able to
develop a full understanding of the methods involved.
 Use the internet or published texts to further investigate assertiveness. To start: type ‘assertiveness’ into any search engine or go to

1.3.6 TECHNOLOGICAL (ICT) SKILLS

Increasing, the use of computers is becoming a mainstream part of what we do. As a manager it is
likely that you will be expected to use ICT in some way or form to support your work activities. In
developing yourself as a manager you need to look carefully at your existing IT skills. You need to be
sure you have the confidence to work effectively with the computers and computer applications you
work with to help ensure the efficient use of your time and facilitate a streamlined process. For
example you may think that you have a good writing style, but this may be spoilt by an inability to
present word processed documents correctly.

On the CD we have designed an activity which will help you determine your learning needs in respect
to the use of IT. You will need to address any identified learning needs during your development.

interactive cd
Refer to the CD and use the IT Audit activity to reflect on
your IT skills. Go to: Managing Self Development/Develop Self Awareness/IT Audit.
1.4 SKILLS RECORDING

Having analysed your own skills it might be that you need to take this information and record it in
some way. Creating an updated Curriculum Vitae (CV) is an effective way of doing this. It is
important to recognise the dynamic nature of a CV. It should be something that is continually
developing as you develop. It should be up-dated on a regular basis as you develop yourself. You
should record any new training undertaken and new experiences. It may be that you have only
thought about your work skills, but we all have other abilities that we use at home or on a voluntary
basis, which also need to be included on a CV.

It is good practice to have more than one version of a CV, or at least to modify a CV if you are
applying for a new job. All information included needs to be focused towards the new job. Only
include relevant information.

It might be that you have a master template which has all courses and skills included, which you
could use each time as a basis for a new CV. These need to be professionally presented, short and
accurate. Proof-read carefully to ensure that there are no spelling errors. Your CV needs to stand
out, either by the quality of the information, or maybe by the style. There is a story of a CV that had a
teabag clipped to the corner. This person was interviewed because the interviewer was curious as to
why someone should have done this. This is not to be recommended, but does highlight the
importance of catching the interviewer’s interest so he/she gets the opportunity to see the quality of
what you have to offer.

Do not underestimate the importance of transferable skills. These are skills that you possess and use
in one area of your life that you could transfer to the workplace. Perhaps you are invited to speak to
groups about a particular hobby. Although you may not speak to large groups at work, by including
this experience you are showing evidence of your own abilities.

1.4.1 CREATION OF A CURRICULUM VITAE (CV)

They should be well presented, with clearly defined paragraphs, and no more than two pages long.
Indeed many suggest no longer than one page. Before you start, read the information about the post
that you want to apply for. Focus on the skills and roles that they are asking for.
 Never underestimate your transferable skills, even those that you have developed away from the workplace, as part of a hobby or

When developing your CV you should include the following information.

Personal details

 Name, address and contact details

Personal profile

 Skills and qualities

 Achievements

Work experience

 Employment history starting with the most recent. Include the employer’s name,
when you worked for them, the main duties and the job title. Include voluntary or
unpaid work also. Make sure you do not have gaps in your history. If you do have
breaks in employment, try to explain this

Education and training

 Education starting with the most recent study. Include the university/school etc you
went to, the dates you were there and any qualifications/grades you achieved. Add
other courses if they are relevant to the post you are applying for

Hobbies/interests

 These can tell the employer information about the sort of person you are. Try to keep
this specific and brief
 Additional information

 This is where you can include specific extra information that can help your
application. This may include information about gaps in employment

References

 Include two references. One should be work related if possible

Finally do not forget to check spelling and grammar. Make headings bold, but don’t make all text bold.
Stick to ‘Arial’ or ‘Times New Roman’ font for clarity.

interactive cd
Refer to the CD for a further insight into the development of CVs. Go to: Managing Self Development/Develop Self
Awareness/ CV.

Use the internet or published texts to further investigate the development of CVs. To start: type ‘creating a CV’ into any search engine or go to:

/cvs/cvs_intro.shtml
 1.5 MAINTAINING WORK-LIFE BALANCE

All workers have an existing work-life balance. This is the balance between the time and effort that
we put into our work lives, and the time we have for our home life. This is not always easy to define,
as you may have taken work home, or perhaps you check and answer work emails from home also.
There was a time when the majority of jobs were 5 days a week and you were expected to work from
9am – 5pm each day. This is not always the case now. You may be required to work on the odd
Saturday and on occasions, meetings may last way beyond 5pm.

In the current climate, the speed of change is encouraging workers to take a new look at different
models of working. Technology is allowing thousands of staff to work from home. Other new ways of
working include part-time positions and job sharing which work alongside the traditional full time
positions.

It is said that staff that have a good work-life balance will bring financial benefits to the company.
These included lower rates of absenteeism. The London Borough of Camden had a 2.5% reduction in
sickness absenteeism in the first year of introducing new procedures of work (Cited in
www.employersforwork-lifebalance.org.uk/business/benefits.htm).

The awareness of the importance of a satisfactory work-life balance has been growing over the past
few years. Legislation has been implemented in order to support these new initiatives. This
legislation has included the ‘Fairness at Work Bill’ which includes working time regulations and
parental leave. Maternity leave was extended to both parents including three months unpaid parental
leave for either parent up to the age of five. Adoptive parents can also claim this leave. These rights
are being updated and extended.

ng to the maintenance of a work/life balance. You should look at the techniques used to monitor work//life balance. The website address www.employersforwo
 In 2003, a new right to request flexible working was given to parents of children under the age of 6, if
it does not have a detrimental effect on the company. The Working Time Directive sets a maximum
number of working hours that a worker is allowed to work per week.

Think about your own work-life balance. Recent research has shown us how our work and home-life
cannot be separated. Often our work gives us our identity. We say, ‘I am an engineer’. This is why
redundancy and retirement can be devastating to many. We take our stresses from work home and
our concerns over our family into the workplace.

Think about your own personal balance. On a night out, do you find yourself talking about nothing but
work. On holiday, do you have to take mobile phone calls from work? Have you ever cancelled a
holiday because of work?

Consider your own work-life balance.

Write a report describing how well you balance work with home life. Identify anything you think you should change as a result of your research.

1.6 INTEGRITY AND ETHICS

Another influence on you and how you are as a manager is your integrity and ethics. As a manager
you will be expected to make decisions every day. These decisions will be made using your skills and
experience and will be influenced by your own priorities. Each decision will have an effect on the
organisation and your colleagues, so take time as you work through this section to try to analyse your
own priorities and values.

As a manager you will be responsible for the welfare of staff, and some decision making. This is a
huge responsibility, so it is important to look at the ethics of the work place. We know that we can
influence our colleagues, but we must look at how we do this, and what values guide our behaviour.
We may:

 Be guided by specific rules

 Have our own sense of justice/fairness

 Follow the orders of others

 Follow our individual conscience

 Act out of self-interest

 Choose the way which is most beneficial to the needs of others

 Follow what we feel to be most financially beneficial

 Be put under pressure from our managers

 Pass this pressure on to those who work for us

Rarely will there be a decision that everyone will recognise clearly as having a right or wrong answer.
It is difficult to please everyone, as decision making is usually a trade-off between possible
considerations. We must try to remain consistent, and try to collect a broad base of information
before deciding.

Some writers suggest that we can apply ethical theory to business, while others feel that
organisations have their own ethical rules.

Consider the following questions and how you feel about them:

1. Is there a behaviour that might be acceptable in business that would not be acceptable in
every day life?

2. Is there a point where ‘profit at any cost’ must stop?

3. Is it acceptable to use business practices in one country that would not be acceptable in
another, e.g. giving and taking bribes?
 4. Which group would you feel most responsible to?

 Customers

 Shareholders

 The local community

 Work colleagues

 Employees

 Your family

 The environment

 Your religious/faith/belief group

By reflecting on these questions you start to be able to gain an understanding of your own values and
ethics.

Many organisations have looked at producing a ‘Statement of Aims’, or a ‘Mission Statement’. This
gives an opportunity for discussion about what the focus of the organisation should be. It provides an
opportunity for people to gain an insight into what motivates an organisation. For example: Is the
main aim to create the best tyre in the world, to increase profits, or to open a new plant each year?

Think about what ‘integrity’ means to you?

Identify the values held by the organisation you work for. Write a report which compares these values with your own individual values.
 1.7 CONCLUSION

We have looked at self-analysis techniques by undertaking several self-analysis activities, and

hopefully you will have more of an understanding of who you are, and how you operate, than when
you started. This is an important first step in the development process leading towards your HNC in
Management and in the development of your skills as a manager.

Remember we change with age and circumstances. As we become more aware of ourselves, we
may become more sensitive to others, and therefore more responsive to their needs, knowing who
can take responsibility and who will need more support. Unfortunately, although it is beneficial to
have an understanding of our own strengths and weaknesses, this is not enough, and we need to use
this information to make the most of these strengths and work on our areas that need development.

Self Review

ve introduced in this first section provide a summary self-assessment describing yourself in terms of work, career, ethics and personal goals. You may want to su

ent tools you have used as part of your self review.

 Section Two
Implement a Personal Development Plan

SECTION TWO: IMPLEMENT A PERSONAL DEVELOPMENT PLAN

In this section we will be looking at developing a personal development plan. We will look at some of
the theory behind the development of a plan and its implementation.

Specifically, we will look at:

 Personal development plans

 Setting objectives

 Methods of learning

 Developing personal development

plans By the end of the section you will be able to:

 Assess development need

 Plan personal development

 Explain training methodology

 Develop and implement a personal development plan

2.1 CONTINUOUS PROFESSIONAL DEVELOPMENT

Continuous Professional Development (CPD) looks at the nature of management development. This
should be a continuous process, as well as an attitude of mind. This can effectively build on our self-
analysis which you will have undertaken in the first section. If we are willing to look for new ways to
learn, we will be flexible and will embrace positive change. We also need to recognise that it is not
always easy to face new challenges, but if we see ourselves as ‘lifelong learners’ we will be more
able to deal with an ever-changing workplace environment and the challenges that this brings. If we
are to move with the tides of change, and not to become stagnant, we need to look at how we can
continue to grow and develop, not just in our professional role, but in our personal outlook.

Some professional bodies will require members to undertake regular training to update their
qualifications and to ensure competence. We need to look for opportunities to update our
competencies in the workplace.

Can you find a mentor in the work place? They can encourage and support the professional
development of their colleagues. Hopefully, mentors will be more experienced members of staff who
will listen and encourage independent learning. Also, make sure that the mentor you choose not only
has experience, but has the skills needed to share that knowledge. Don’t forget that they need spare
time to take on this role! It could be your line manager, but this may not always be appropriate. Find
someone with the time and honesty that you will need for this process to be effective. Above all, you
need to respect their judgement, or have the strength of relationship to challenge and discuss their
advice. Personal development will come not only from the learning process, but from the reflection on
the process undertaken.
2.2 PERSONAL DEVELOPMENT PLANNING (PDP)

Personal development planning is a tool that you can use to achieve your ambitions and overcome
your weaknesses. You can look at those ambitions that you have, and look at the steps that you need
to take to achieve these ambitions. The diagram below looks at the process we are embarked upon.

Collect information

Monitor and Evaluate Identify Objectives

Take Action

In section One we looked at tools that can be useful in identifying our skills, and understanding our
own values. In other words, we collected information. In this section, we will be taking this information
and then planning and undertaking a personal development plan. In this section we are going to look
at ‘Identifying Objectives’ and ‘Taking Action’.

Often we can launch into development without enough reflection, but these sections will help us
understand the importance of setting achievable goals.

We can think about what we want to achieve, but we must analyse, plan and then take action. When
we start to look at what we want to achieve, we need to keep an objective view of our own skills and
weaknesses. This is difficult, and we may need help from others.

We may already know what our goals are. They may be personal hopes, or something that is
connected to our work role or our career. For others, we may not have thought about where we want
to be in five years time. We have reacted to opportunities and changes. Think about being proactive;
this means looking at what we want to do next, and taking the steps to get there.

As you have worked through some of the self-analysis techniques in section One, there will be areas
that you recognise that need development. Prioritise these areas. It may be that you have recently
been given an increased workload, and therefore Time Management is a priority, or a new computer
system has been installed in your office, and you have training needs in this area. If your needs are
prioritised, you will be able to make more effective use of your development time.
 Ambitions

Think about yourself in five years time. What are your ambitions? Make some notes on the following.

What factors have influenced your career to date?

Where do you see yourself then, both with your career and personally?

Where would you like to be?

What would you like to be doing?

What would you need to do/change to make these things possible?

Your PDP should be designed to help you achieve your ambitions. With the PDP we can build on
existing skills and also plan to acquire new skills according to our personal development objectives.

2.3 OBJECTIVE SETTING

Goals/objectives are critical to any PDP as they provide direct links to our learning. Remember this is
the second stage of the learning and development cycle which underpins your PDP planning. With a
PDP it is important to remember that our objectives will be as individual as our motivations. We are a
product of many factors. Psychologists have their own views of what makes us who we are. These
include:

 Culture and beliefs

 Personal identity

 Life experiences

 Upbringing/genetics etc

 Education
Objectives are important to your development as they represent statements about what you want to
achieve, and the level that is required. They will always relate to one or more of the three
components of the training triangle, knowledge, skills or attitude. It is important that objectives are
clear.

It is worth noting that in applying the trainer’s triangle it is easier to obtain a measurable objective
associated with the development of knowledge and skills. Changing attitudes can be quite difficult
and is far more subjective.

When you are developing your objectives the concept of SMART will be helpful to you. You may have
come across it before on one of the other workbooks. In respect to personal development plans, it is
a simple model for making sure an idea is business like and clever.

SMART is an acronym and stands for:

Specific Clear and concise

Measurable A mechanism for assessing the “before and after”

Achievable Realistic and within the timescale, budget and abilities of the delegates

Relevant A good business case, and of relevance to the delegates in their roles

Time-scaled “by the end of the course”, “at the end of the training”, “at regular intervals
after the training has taken place”

If your aims and objectives fit this model, then they are SMART and enable your development to be
measured for effectiveness. And ultimately, of course, objectives must address your learning needs.

If you regard personal development as a commercial function, it’s easier to see why measurement of
effectiveness is so relevant. You would not purchase a piece of equipment or employ a person
without reviewing the contribution made to a business after an allowed period.

Objectives can only be designed after an analysis of learning needs has been carried out, and they
then become the mechanism against which learners, the course and the trainer will all be measured.

We may find that we have some skill in a particular area, but not as much as we need to fulfil our role.
Sometimes numerically grading a skill is useful. We may think that our skill is 0/10. We may want to
develop this so that we improve to 4/10. We may find it easier to identify small achievable tasks. If we
feel that we have no computer skills, quantifying a small task, such as being able to create a word-
processed letter, would be a good step.
Having set a target with your objectives you can look back after your development activities to see
whether you have met your target, exceeded it or missed. Each of these scenarios would give you
cause for further reflection and action.

This is why objectives must be SMART. You can use them to show to your client or manager that you
improved in your job. Or, if they have not been met, you can use them to discuss the plan of action
going forward.

interactive cd

Refer to the CD for a further insight into SMART objectives. Go to: Managing Self Development/personal Development
Plan/SMART Objectives.

2.4 DESIGNING YOUR DEVELOPMENT PLAN

At the development stage we have spoken about the need to know your learning needs. We have
then linked it to objectives. In summary, this initial work will have allowed you to establish where you
need to go. It will also have given you some food for thought regarding the learning methods you
should pursue to best achieve your personal objectives.

As a learner it is important for you to consider how best you can achieve your objectives with the
tools you have available. This again will link back to the work you completed in section one, regarding
learning styles.

We will now spend some time looking into the important period of time you spend preparing your
development plan. There is no right or wrong formula for preparation. The answer is to allow yourself
sufficient time to develop an approach that will achieve your overall goal.

There are some steps that you need to go through that relate to what you will do when you design
yourself a development plan, and it is these that we are about to explore. These give you a
foundation for preparation.
In the following section we will discuss some of the options open to you including:

 Mind Mapping

 Training Needs analysis

 Force Field Analysis

 Brain Storming/Thought Showers

 Performance Planning

You should familiarise yourself with these methods before embarking on your actual planning process.

2.4.1 MIND MAPPING

You could prepare with the support of a simple thought map as shown below. The headings chosen
could illustrate what you may need to consider when designing your course. Mind Mapping is a tool
that can help you problem solve or plan. It can take a form of rough notes or can be created using
special software. The example below is a simple example of how a mind map is used to create a plan
for a shopping trip.

This is a very simplistic example, but hopefully shows you how a mind map works.

The main theme is shopping. You can look at this subject, and identify the main areas that you need
to go. These can branch off from the main section. These sections can then be further developed.

If you have space put the title or development area in the middle of a large piece of flipchart paper;
using post it notes or felt pens, record your ideas as they occur. Record everything that occurs to you.
You can then prioritise and eliminate as you see fit.
Tips for ideas generation

To help you generate ideas, consider the following tips:

 Identify times when you have your best ideas

 Identify where you work best

 Have the right equipment (pens, paper etc.)

 Spend time researching

 Review what has been done before

 Take time out (walking, sport etc.)

It’s important to be clear about the opportunities and constraints which impact on your development.
For example:

 Budget

 The time available

 Resources & facilities

 Available preparation time

 Equipment

 Time of day

interactive cd
Refer to the CD for a further insight into Mind Mapping.
Go to: Managing Self Development/Personal Development Plan/Mind Maps.
 Research mind mapping and how it can be used to support the creation of personal development programmes. Try the website

Mind mapping is a simple and effective way of visualising your planned development.

2.4.2 TRAINING NEEDS ANALYSIS (TNA)

This is a term that refers to a process commonly used within organisations as part of the Human
Resources function. Normally the TNA process is developed on behalf of organisations to determine
the training required by staff. The process can however be used by individuals to help support the
development of individual PDPs. Refer to the CD for an illustration of the TNA in action.

interactive cd
Refer to the CD for a further insight into the TNA process.
Go to: Managing Self Development/personal Development Plan/TNA Process.

2.4.3 FORCE FIELD ANALYSIS

Force Field Analysis is a simple but highly effective technique that you can used to identify the forces
that will support your planned development and those that will resist it. It consists of two columns, one
listing the driving forces and the other the restraining forces. It may be useful to you as part of
your planning process.
Kurt Lewin, the social psychologist, theorised that human behaviour – whether individual or in a social
group - is driven by forces, such as expectations and beliefs and cultures. These can be positive,
urging us to behave in a certain way; or negative, pushing us away from that same behaviour.

The Force Field diagram simply represents these driving forces and restraining forces that relate to a
central question or issue. The key point of Force Field analysis is that your planned development
cannot occur if the restraining forces are greater than the driving forces. For that matter, if
drivers and restrainers are balanced, change will not happen either.

The simplest way to deal with this, to enable change to occur, is to make the driving forces
outnumber the restraining forces. To achieve this the most effective route is to tackle the restraining
forces head on, and to ensure that by removing some of them, the driving forces are in the majority.
This will be even more effective if you overcome the strongest or toughest objections.

Force Field Diagram

1. Write down your development aim at the top of a sheet of paper

2. Underneath create two columns, labelling the left “Driving” and the
right “Resisting”

3. List those forces supporting the change under Driving, and the
‘against’ under Resisting

Mark arrows against

4. each force, pointing towards the centre. Use heavy arrows where there is a major force, and lighter arrows
where it is less

If the resisting arrows are more significant than the driving arrows, you will
need to deal with the restraining forces before you will be able to embark on your planned development.
 2.4.4 BRAINSTORMING/THOUGHT SHOWERS

If you have a colleague or a team working with you, this tool can be very effective. Make sure that at
the beginning, no thought or suggestion should be seen as being unacceptable. Encourage
participation from everyone. A flip chart is a good way of visualising the suggestions that have been
made.

2.4.5 PERFORMANCE PLANNING

Performance planning can be useful when looking at a problem such as planning your own
development. To prepare a Performance Plan, make a list of all the steps that you will need to go
through. In developing your PDP you will need to specify all your planned development stages, think
through everything that could go wrong at each stage. Think about resources as well as
arrangements.

Also include areas where you feel that you are not confident. Discard everything that you have
included which is highly unlikely, such as ‘Alien Invasion’, but instead focus on those issues that are
possible. For each area, think up contingencies, looking at a ‘Plan B’ approach or issues where you
can give yourself more confidence or preparation.

Planning

port describing how you feel you could use the different approaches to planning to support your personal development. State those that you feel will be the mo
2.5 IMPLEMENTING YOUR PDP

Learning is essential to effective workplace practice, but unfortunately both the quality and availability
of training will vary from place to place. It may be that there is good quality training freely available,
but if this is not linked to need, and is not appropriate, then this will be at the best, a waste of
everyone’s time, but at worst, de-motivating.

Learning needs should be identified and included on the appraisal forms. These learning
opportunities should be supported in various ways. Working through your HNC is one. There are also
professional organisations/bodies which may be able to help you here. Don’t forget the expertise of
in-house staff who have the required skills. This training can be formal or informal, but is usually less
expensive than other forms of training. These in-house training sessions can build self-esteem for
trainers, and can be less challenging for less confident staff.

Learning opportunities will come in many forms. You will need to decide on the development
opportunities that will best support your own PDP:

 Distance learning/e-learning – This can be offered through specific e-learning companies or

from Colleges. These can be accredited courses, or modules that can be built up towards
another qualification

 Printed resources – Local libraries hold a wealth of information, and reading around theory
can be hugely beneficial to your own role. There are also a great many ‘how to’ manuals that
may be useful for certain skills

 Learning by doing – If we have a new role to undertake, then we can learn alongside actually
doing the work. We can gain support and advice from colleagues and often we can learn
from watching others, even those that we know in other companies.

 Shadowing – There may be certain experience that we can learn by shadowing someone for
a while. It is good to watch someone work and also have the time to reflect on the
effectiveness of their working methods. It can be appropriate to shadow a colleague, and
then to reciprocate this by letting them shadow you. The feedback from this type of activity
can be influential to the way that you see your role

 College courses – There is a good range of courses available in local colleges which may be
appropriate to your needs

 TV/Media – Watching programmes on specific subjects can help us gain useful knowledge
on how businesses work, and also the influences for future development
 Planning these needs against available training can be difficult. Mind Mapping can be a useful tool to
deal with this type of planning.

Research the learning and development opportunities that are available to support you in your development, within your organisation.

Also investigate the role of CPD within your own organisation and within the industry sector you work within.

2.5.1 PROBLEMS AND BARRIERS

It is not possible to plan a development and not expect to be faced by problems as barriers which will
restrict your planned development. It is important to be aware of these limitations from an early stage,
so as part of your planning your should be identifying the issues that may limit what you are trying to
achieve. An effective SWOT analysis should provide a good insight into problems and barriers.

It is outside the scope of this workbook to determine the problems and barriers that you are going to
have to deal with. All we can do is highlight some of the areas that typically will impact on
development plans.

Time ~ have you the time to undertake your planned development?

Resource availability ~ have you the necessary resources available to achieve your planned
development? For example: finance, training staff, equipment etc.

Support ~ as a manager, you must ensure that your team and your own manager is able to provide
the support you will need to achieve your development

Facilities ~ have you access to the facilities you will need? For example: computing, learning etc.

Training ~ is there training readily available to support the development you are planning?
 Barriers and problems should be translated into development opportunities.

e process of personal development planning. List the potential issues and barriers that may impact on your ability to achieve these objectives. For each of these

2.6 CONCLUSION

We have looked at implementing a personal development plan. Take time to research opportunities
available in other places, or look at how you can support your learning yourself by what is available
locally.
Personal Development Plan

Produce a personal development plan for yourself for the coming year, with a clear rationale, linked to your objectives. Identify withi

The TNA process, as introduced on the CD, may help you structure your approach.
 Section Three
Evaluate a Personal Development Plan

SECTION THREE: EVALUATE A PERSONAL DEVELOPMENT PLAN

In this section we will be looking at evaluating a personal development plan. We will look at
approaches to evaluation and how they are used to support the maintenance of an effective self
management plan.

Specifically, we will look at:

 The process of evaluation

 Evaluation techniques

 How evaluations should be acted

apon By the end of the section you will be able to:

 Explain evaluation

 Explain the value of evaluation to your personal development

 Explain the importance of evaluation to the maintenance of a personal development

plan
3.1 EVALUATION

Think back to sections One and Two where we introduced the process of creating a PDP. We
considered the cycle below. This included the process of collecting information, developing
measurable learning objectives, and taking action to achieve your identified needs and training
objectives. We now need to consider evaluation.

Collect information

Identify Objectives
Monitor and Evaluate

Take Action

This last section looks at evaluation as part of this cycle of professional self development. Evaluation
is often seen as the last thing that is done, but for it to be truly effective, it should be seen as part of a
continuous process. We will be looking at methods you can use to monitor your own progress,
introducing some of the tools you can use to support the evaluation process. It is important to note
that the more you reflect on the evaluation process, the more value it will be to you.

It is easy to fall into the trap of working on your personal development plan and never taking the time
to ensure its effectiveness. Evaluating progress towards objectives is therefore an important part of
self-development, as it will help you identify your achievements, as well as areas where further
development is required.

With self development, it is important to try and evaluate and adjust your plan regularly. Take into
consideration those areas where you have learnt new skills, as well as new areas requiring further
development. If you have a plan, you may wish to book regular meetings with your mentor to see if it
is still accurate and relevant. Any change in the organisation you work for, or in day to day activities
you follow, may require you to review your plan.

You should take evaluation seriously, because it validates your efforts and endorses your
development as a credible and business-like process. Evaluation should be undertaken with the
purpose of encouraging improvement.

To introduce the evaluation process it is important for you to understand the principles behind it, that
is; why we evaluate, when we evaluate and how we evaluate.
3.1.1 WHY EVALUATE?

Evaluation is an integral part of the learning cycle, and therefore essential to the implementation of
your PDP. It completes the learning cycle, by providing opportunities for reflection regarding the
learning you have undertaken.

Effective evaluation allows you to identify if:

 The development activities completed have been effective in meeting your

development needs

 The learning methods suit your own learning style and are appropriate to your
situation

 You have attained the knowledge, skills and attitudes you require

 You are addressing your shortfalls and improving your performance

 Your learning has impacted on your personal development

 You need to redefine your learning needs and revise your PDP

Without considering the points above, it will not be easy to maintain an effective

PDP.

In relation to your learning as a manager, evaluation will give you the chance to reflect on how your
development has strengthened and enhanced your effectiveness within your role.

The process of evaluation should consolidate your learning allowing you to identify what has gone
well and what has not gone so well, so that that you can consolidate and redefine your future actions.
Within the evaluation process itself, it is important for you to be able to objectively recognise your
successes and shortcomings, so that you can revise your programme of learning, to build on your
successes and address your weaknesses.

Evaluation is critical to the concept of continuous improvement.

 interactive cd

Refer to the CD for a further insight into evaluation as part of the personal development cycle. Go to: Managing Self Development/ E
Training Cycle.

3.1.2 WHEN SHOULD YOU EVALUATE?

If used, the concept of continuous professional development will support your personal development
plan. Evaluation should form an integral part of your development process. It should therefore be on-
going throughout, taking place before, during and after any training activity. Your evaluation should
enable you to continually monitor your progress, both informally and formally, at times set aside
specifically for this task.

3.1.3 HOW TO EVALUATE?

The evaluation process you implement should allow you to:

 Gain feedback on your progress

 Measure how effective your development has been

 Determine if you have achieved your objectives

 Identify if you have any outstanding development needs.

The method you use will vary depending on what you are trying to evaluate and what you are trying
to find out. When deciding on the method you use you need, in the first place, to refer back to the
identification of needs and the development of your aims and objectives. In developing your training
according to these criteria, you will have established the criteria to measure your training against. In
other words, have you achieved your aims and objectives? In other words, what you set out to do in
the first place.

We will now look at the methods of evaluation. You will have designed aims and objectives that will
tell you what you are seeking to change through the training, be it knowledge, skills or attitude.
Learning outcomes – where you collect data to establish formally the outcome of the development
activity will help identify what you have achieved. They are determined through assessment. By
measuring learning outcomes, we are establishing what has actually been achieved. Let’s illustrate
this with a simple process model.

Input Process Output

Imagine that the The process The output is

input is your is what you the change in
knowledge, skill undertake as knowledge,
base or attitude part of your skill or
before initiating PDP, to meet attitude you
your PDP your achieve
specified
aims and
objectives

So:

KSA Training Learning

Identifying learning outcomes is part and parcel of the ongoing evaluation of learning needs and
review of the aims and objectives. The intention will be for your training aims and objectives to be
upheld by your learning outcomes.

The learning outcomes you achieve can be identified in a variety of ways. For example:

 Questionnaires ~ during and/or after the training

 Tests or exams ~ during and/or after the training

 Evidence of competence ~ during or after the training, whether observed by others or

determined by self assessment and review

 Interview, questioning or oral assessment ~ during or after the training

All of these methods will provide you with information about, and evidence of, your achievements. To
complete your self-evaluation you will need to make a judgement regarding the evidence collected.
3.1.4 EVALUATE YOURSELF

It is important that you are able to evaluate your own performance. There are a number of different
ways in which you can establish how well you have performed.

You can make a judgement on your own performance – this is something that you can do at
anytime and anywhere. Obviously you can make an assessment of the learning outcomes resulting
from the training. This will give you an indication of how well you have done, but for this to be truly
useful you need an accurate assessment of training needs before you start your training.

You can gain feedback from other training professionals – You may also be observed as part of
your training. It is important that you consider the feedback you receive as part of your own
development as it will help you develop your own performance as a manager. It is really important
that you have other professionals watch you; they should know the expected standard and can
provide feedback to help you develop further. We will discuss feedback in more detail later in the
section.

Just how you evaluate will depend entirely on what is agreed at the very beginning of the process.

interactive cd

Refer to the CD for a further insight into self evaluation. Go to: Managing Self Development/Evaluate a Personal
Development Plan/Self Evaluation.
3.1.5 LEARNING LOGS/JOURNAL

Learning logs can be effective tools for monitoring progress against your planned objective, and as a
tool for reflection on what has already been achieved. We all do this in some way or another, but
learning logs help us to be more structured. For some learners, using learning logs will be an alien
activity, especially those who are not born reflectors, but reflective learning can be linked to each of
the learning styles.

 Activists may look at what has actually happened in the situation

 Theorist may look at what they know, and what they have learnt

 Pragmatists may look at the learning and see what it means to them personally.

 Reflectors may consider the learning, and ask ‘what does it mean?’

There are many approaches to documenting your learning. Some learners have found value in
writing about the experiences they have from a different perspective, i.e. from a third person. Looking
at a situation from the outside will often help you be more objective.

Other examples of content for these types of journals could be:

 Reports of specific incidents, looking at your own experience

 Evaluation of work in a particular group/team

 Feedback from other colleagues to reflect upon

 Thoughts about evaluations from colleagues/clients/customers, and lessons learned

There are times when it is difficult to document an activity. Here are some ideas for statements to
help you focus and identify issues that may be relevant to your development.

In the light of the situation:

 Have I changed my attitude?

 Have I changed my practice?

 How do I feel?

 What must I remember?

 How did colleagues react?

 Remember that some professional bodies ask for learning logs to show evidence of your competence.

se and application of learning logs as a way of monitoring your self development. The website has some useful tips.

y on the website ml. This gives an example of how a learning log has been created from events that have happened in the workplace. There is also a link to a le

3.1.6 FEEDBACK

Feedback is essential to any evaluation and can be received from colleagues, friends, the analytical
tools that you have been looking at, assessments and any appraisals that you have been through
recently.

If you are asking for feedback from friends or colleagues, choose someone who will give you
feedback that is clear, specific and positive. It is easier to ask people that you trust to be honest. It is
tempting to go to people who you know will tell you what you want to hear, but this is not constructive.
Reassure them that you welcome their honesty, and try to be as emotionally detached as possible.

You could ask them to comment on the following:

 What do you think my strengths are? (ask them to give you examples)

 What could I be more effective at? (also ask them to be specific, and illustrate this
with examples)

 With those suggestions about things to improve, ask them to suggest ways that you
could have handled these situations differently.
 We need to evaluate the feedback that we receive from those around us. It is important not to take
feedback at face value, but we must honestly look at what is said to identify any issues that we can
use for further action. Think about the following:

 Is it something you already think or know?

 Is the feedback being given by someone you trust, or has experience in this area of
work?

 Is it feedback you have received from more than one person?

 Is there evidence to support the feedback?

 Have they identified issues that cannot be changed?

 Is the feedback appropriate?

 Is the feedback verifiable?

interactive cd
Refer to the CD for a further insight into the use of feedback. Go to: Managing Self Development/Evaluate Personal
Development/Working with Feedback.

er the methods and techniques used to obtain feedback within your own organisation. Comment on those that you found most effective in supporting your ow
 3.1.7 REFLECTION

Reflection is looking back on previous actions, learning or events, and thinking about any lessons
that it may teach us for the future.

We might wonder whether we are content with our performance both at work and as an individual.
Usually there will be areas of our own weaknesses that we know about. It may be that you know that
you are always late for work, or that you find deadlines impossible to meet. The more difficulty that
this weaknesses presents us with, the more likely it is that we will want to find strategies for dealing
with the problem.

We can develop informally, or we can implement strategies to encourage the process of reflection.
Reflection is an essential tool if we want to become effective in our workplace. Many people find that
keeping a reflective journal or diary can help them in identifying how and where changes can be
made. They are tools that we can use for reflection.

Investigate further the methods and techniques used to evaluate personal development processes within your own organisation.

3.2 ACTING ON THE RESULTS

To conclude this section it is important to refer back to the cycle of learning and to understand why
we are evaluating the development activities. It is all about continuous improvement and striving for
excellence in your role as a manager. It is about feeding back the findings into the learning cycle and
carrying out further development.

This means, as a manager, you need to be able to develop your approach, take account of what you
find, and look at ways of either continuing to maintain the standard, or improving what you do as a
manager. Identifying shortfalls in what you have achieved means you need to consider what to do
next.

For example: what you discover could lead to a variety of different options.
 You may:

 Identify your particular strengths, those which you should pursue

 Identify weaknesses in what you do. Could your approach have been better?

 If appropriate, adjust your programme to aim for higher rate of success

 Plan further training for yourself

 Review own training style and methods.

It is impossible to list here all the options that are available to you, but to conclude whatever you do,
in the way of evaluation, should be thought through and planned to become an effective part of the
training cycle.

3.3 CONCLUSION

As already stated, we should consider ourselves to be ‘lifelong learners’. As you have followed
through these three sections you will hopefully have gained new understanding of who you are, how
you are perceived in the workplace, the skills that you use at work and the area that you need to
develop to become more effective.

This is not just an activity to be carried out as you go through this course. Try to build time into your
schedule to carry out this type of reflection, and carry this on even after you have finished this
particular course. This hopefully then will become a lifelong habit, which will enable you to continue
your development as a flexible and responsive manager.

plan produced

onitored your own performance, including the use of feedback to reflect on your performance and development. Detail any modifications made to the plan in re